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Assuming you are newly part of a department, ask someone in the department if they have anything you can use. They may direct you to publisher-provided materials or just give you a big pile of things. Many instructors are worried that this kind of question will be seen as a sign of weakness, but actually seeking out expert materials well in advance of the ...


6

As noted in a comment, most major calculus textbooks at this time (or more generally: almost anything in the standard undergraduate track, at least freshman-sophomore years) comes with slideshow presentations for the instructor. It's a very common use-case, and one of the principal value-add selling points for textbook publishers these days. It's likely you'...


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A company will use NM indicating, as you noted, "No Meaning". This is less of a right/wrong problem as it is a problem that opens up a discussion. The actual meaning of these +/- percents and what then mean for the company. I'll draw a comparison. Without explicit instructions, students often have no idea how many digits to round to in their final ...


1

I would suggest taking it easy to start but maybe something like base numeration is a way in here. There is no reason we have to use base 10 and students use of different bases can be very important to understanding operations that require regroupings, and that weird alignment under the typical presentation of multiplication algorithms. One example to check ...


1

I highly recommend the book The Number Sense: How the Mind Creates Mathematics, by Stanislas Dehaene and published by Oxford University Press. Another book that comes to mind is The Language Instinct: How The Mind Creates Language, by Steven Pinker. Both books have had broad impact on scholarship related to your question. As you try to refine your question ...


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